umbraise - Emotionale Sicherheit in Bildungsinstitutionen​​

umbraise - Emotional Safety in Educational Institutions

Umbraise is an innovative training program for multidisciplinary school teams designed to respond to the increasing number of students with social-emotional needs. The goal is to transform schools into emotionally safe environments by professionalizing teachers to address challenging behaviors in a sustainable and relationship-oriented manner.

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Project data

Project description

In German schools (and other educational institutions), there has been a significant increase in students with social-emotional development needs. Effectively managing challenging behavior in daily school life, whether in inclusive settings or otherwise, represents a major challenge for the entire school community.
The goal of umbraise is to create schools as emotionally safe places for living and learning, where students and educators can operate without fear of discrimination, stigmatization, or exclusion. This forms the foundation for promoting learning, social development, well-being, and consequently the mental health of all involved.

To professionalize educators (including teachers) for these challenges, umbraise offers an innovative training program for multidisciplinary school teams, aimed at addressing challenging behavior and conflicts in educational institutions in a sustainable and relationship-oriented manner. The dynamic training program combines theory, empirical research, and practice, thereby enabling new, evidence-based approaches to diagnosing and managing challenging behavior.
Through various basic and advanced modules, the program addresses individual training needs. The offerings range from a one-time school development impulse as a day event, to a compact program with input, trial, and reflection phases, up to a Whole School Approach, which can also be accompanied by scientific evaluation.

inDiD - inklusive Diagnostik im Dialog​​

inDiD - Inclusive Diagnostics in Dialogue

Development and Evaluation of a Training Program for Multiprofessional Teams to Support School Inclusion in the Field of Emotional and Social Development.

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Project data

Project description

The interdisciplinary project InDiD aims to make implicit value judgments about student behavior explicit from two perspectives. In the qualification initiative, multiprofessional school teams were trained in understanding and inclusive diagnostics. The research project examines educational situations where professionals arrive at diagnostic judgments evaluating student behavior. InDiD seeks to contribute to a stronger scientific foundation for professional diagnostics in the context of inclusive education, with a focus on the emotional and social development of students.

Project publications

Amrhein, B., Badstieber, B. Reisenauer, C., Müller-Cleve, M. & Thiede, M. (2024). Wege aus der Problemtrance und den Verhaltensfallen? - Einblicke in die Durchführung eines neuen Professionalisierungsprogramms zur inklusionspädagogischen Diagnostik im Förderschwerpunkt Emotionale und soziale Entwicklung. In I. Bosse, K. Müller & D. Nussbaumer (Hrsg.), Internationale und demokratische Perspektiven auf Inklusion und Chancengerechtigkeit (S.113-119). Klinkhardt. 

Amrhein, B., Badstieber, B., Müller-Cleve, M., Reisenauer, C., & Thiede, M. (2023). „(Er)kenne Dich selbst“. Eine Initiative zur inklusionsorientierten Professionalisierung von (sonder-)pädagogischen Lehrkräften im Förderschwerpunkt Emotionale und Soziale Entwicklung. In M. Hoffmann, T. Hoffmann, L. Pfahl, M. Rasell, H. Richter, R. Seebo, M. Sonntag, & J. Wagner (Hrsg.), Raum. Macht. Inklusion. Inklusive Räume erforschen und entwickeln (S. 280–286). Klinkhardt.

​RAISE - Restorative Approaches in Inclusive School Environments​

Entwicklung und Evaluierung eines Fortbildungsprogramms für Lehrkräfte zur Gestaltung schulischer Inklusion im Förderschwerpunkt emotionale und soziale Entwicklung

Further information

Project data

Project description

DThe project is based on a professionalization approach that has been evaluated and is available in the Anglo-American context. The so-called Restorative Practice Approach (RPA) aims to help teachers and schools develop and maintain respectful relationship work, especially in cases of conflict between all parties involved. Drewery (2013, p. 48) summarizes the core idea of the approach by stating: "Restorative approaches are about managing relationships rather than behavior." Those involved in the school are guided to establish a shared teaching culture and practice that is rooted in the meaningfulness of every action.

Project publications

Amrhein, B. Badstieber, B., Schroeder, R. (2022) Zum Umgang mit als störend wahrgenommenen Handlungsweisen von Schüler*innen in einem inklusionsorientierten Unterricht. Perspektiven für die Lehrer*innenbildung (im Förderschwerpunkt emotionale und soziale Entwicklung) - In Schimek, B. Kremsner, G., Proyer, M., Grubich, R., Paudel, F., Grubich-Müller, R. (Hrsg.) Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung. (S. 263-270). Klinkhardt

​Weber, C., Rehder, M. & Vereenooghe, L. (2021). Student-Reported Classroom Climate Pre and Post Teacher Training in Restorative Practices, Frontiers in Education, 6. doi: 10.3389/feduc.2021.719357